Technology Facilitator Standard I--Technology Operations and Concepts In accordance with technology standard (TF-I.A.1.), I was able to assist teachers in integrating the www.futureschannel.com into lesson planning. I was able to assist math teachers with incorporating differential instruction through the use of a online program purchased by the district called Odyssey to improve student learning. "Facilitators also assist teachers in identifying technologies to meet specific learning needs (TF-I.A.1.)". (Williamson and Redish, 2009) The other two performance tasks (TF-I.A.2. and TF-I.A.3.) were used during regular planning throughout the year. We complied a list of effective websites during a planning activity that were good resources to refer to.
Technology Facilitator Standard II--Planning and Designing Learning Environments and Experiences I helped the math department incorporate a United Streaming video into a lesson as appropriate to the curriculum in accordance with performance task (TF-II.A.1., A.2.). In order to address the needs of all students I assisted teachers in the implementation and use of the school's Odyssey program (TF-II.A.3, A.4.). "Supporting teachers as they actually plan technolgy-rich learning experiences, these suggestions and examples help teachers envision how technology can enrich learning in their own classrooms (TF-II.A., C., F.)." (Williamson and Redish, 2009) I find it quite difficult to get alot of the implementation of technology integration in the classroom at the level I may want without the support of the school's administration. This program has often made me analyzing the level of technology integration I am sending out to my students. I have found that in creating a effective leaning environment surrounded by technology simple things are necessary like, headphones, a good sound, and utilization of computer labs system help support all the experiences that the technology has to offer.
Technology Facilitator Standard III-- Teaching, Learning, and the Curriculum “In an era when the needs of students are rapidly changing, schools are not providing digital-age learners with the types of environments that parallel the connectivity and social interaction patterns that are accustomed to outside of school.” (Williamson and Redish, 2009) I learned early in my teaching career that getting one hundred percent student participation on paper homework was a losing battle, but as a math teacher I knew practice other than class time was necessary. This is where technology comes in. Chapter three talks about the digital-age learners need for the way they are taught and technology being an integral part of that. This falls in line with (TF-III.A.6) and to what I thought was pretty much necessary in order to get improved test results through extra practice using an online learning program that my students would somewhat enjoy doing. Even though states are implementing technology standards the questions still arise as to whether or not they are truly being met, however having a plan in place is a good start of a goal to meet. Technology Standard III (TF-III.B.1) also feels that need for meeting the needs of diverse learners by showing video clips of internet safety tips, researching information, using a digital cameras and video equipment to create a message.
Technology Facilitator Standard IV--Assessment and Evaluation
I’ve often wondered when we wouldn’t have to wait so long for test results and chapter four explained the possibilities of the future of assessments. “CBT technologies also provide teachers, students, and parents with frequent and immediate feedback on student performance,” which helps us move on or reteach. (Williamson and Redish, 2009) Throughout these courses I have a figured out how my constructivist vision of student learning should allow them to create and keep track of their own portfolio of learning. I have used (TF-IV.A.1 and TF-IV.A.2) in creating activities in a computer lab where students have to first use a scavenger hunt method to find internet safety tips. Once complete this type of assessment pushes the student on to the formative type of assessment where they are able to write a script or picture that relates to their learning. I have also used online learning through a program called Odyssey as homework. According to Williamson and Redish (2009), “Adaptive testing automatically adjusts questions to the individual test-taker’s level of performance---increasing rigor for students who consistently demonstrate mastery and identifying specific areas of weakness for others.” I know this is true because I have experienced it with the program I am using. I start student on a particular learning objective and the system modifies it until the student masters the objective.
Technology Facilitator Standard V—Productivity and Professional Practice “In other words, students also benefit indirectly when educators use technology to enhance their own productivity and professional practice.” (Williamson and Redish, 2009) I found this out while trying to create an Internet safety film festival. Some students may not have access to the equipment, but want to participate. “These tools also enable new kinds of ongoing, professional learning opportunities, such as online learning, peer-to-peer collaboration, and building online repositories of information.” (Williamson and Reidsh, 2009) In alignment with (TF-V.A., B.), I modeled how using a video camera could be integrated in learning. I helped teachers use their PowerDVD player in their classroom to show movies and unitedstreaming videos to students. Chapter five explains that it is a professional obligation to stay current with technology updates in applications, laws, and professional development.
Technology Facilitation Standard VI---Social, Ethical, Legal, and Human Issues
In incorporating technology in any activities acknowledging copyright laws and parental consent of student work is something that I have learned throughout this program to pay attention to. My internship was a full collaboration of this technology standard (TF-VI.D.1.). Students and parents participated in facts and games that were geared toward education of being safe on the Internet. “Encounters with cyberbullies, cyberstalkers, inappropriate material, and vulgar language represent other reasons for caution.” (Williamson and Redish, 2009) In using standard TF-VI, I am constantly reminded of what the law and privacy issues. “Facilitators also help teachers in selecting and applying specific technologies to maximize the benefit and minimize the harm to users (TF-VI.A.1., A.2., B.1., C.2., D.1.).” (Williamson and Redish, 2009) This standard we can relate the most everyday experiences. Standard (TF-VI.C.) covers making sure we address all types of learners in facilitating technology.
Technology Facilitation Standard VII---Procedures, Planning, and Budgeting for Technology Environments
Chapter seven gave a really good explanation of strengths and weaknesses of technology arrangements in school. “This requires technologist to make effective use of instructional facilities—classrooms, laboratories, and media centers—and configure hardware and software to support a variety of proven instructional methodologies.” (Williamson and Redish, 2009) In accordance with standard (TF-VII.A.6.), I helped teachers upload software called PowerDVD to their desktop computers. The technology instructional specialist at my campus does perform the duties defined as technical support and aligned with this standard. “Under performance tasks for TF/TL-VII.A.1-8., technologists develop and configure methods to provide technology-ready facilities to support classroom instruction.” (Williamson and Redish, 2009) I have a better understanding of the role and duties of the instructional technologist and their role in helping the classroom teacher implement tools into the curriculum.
Technology Facilitation Standard VIII---Technology and Facilitation Standard Leadership and Vision
“In the absence of a strong vision for effective use of technologies will be underutilized.” (Williamson and Redish, 2009) Chapter eight leadership and vision reminds me of the importance of strong guidance and a effective modeler of technology integration. “Technology needs to be seen as a critical “have-to-do” rather than an additional “nice-to-do”.” (Williamson and Redish, 2009) Technology facilitator standard VIII encompasses the overall standards essence of a technology leader. In accordance with (TF-VIII.A., B.), the technology leaders needs to keep up with best practices and ever changing trends in educational technology. The internship is an experience in accordance (TF-VIII.E.), which gives the technology leader an opportunity to work along with other technology leaders to fulfill the needs of meeting all goals of the technology standards.
Works Cited
Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What every K-12 technologist should know and be able to do. Washington: International Socity for Technology in Education.
In accordance with technology standard (TF-I.A.1.), I was able to assist teachers in integrating the www.futureschannel.com into lesson planning. I was able to assist math teachers with incorporating differential instruction through the use of a online program purchased by the district called Odyssey to improve student learning. "Facilitators also assist teachers in identifying technologies to meet specific learning needs (TF-I.A.1.)". (Williamson and Redish, 2009) The other two performance tasks (TF-I.A.2. and TF-I.A.3.) were used during regular planning throughout the year. We complied a list of effective websites during a planning activity that were good resources to refer to.
Technology Facilitator Standard II--Planning and Designing Learning Environments and Experiences
I helped the math department incorporate a United Streaming video into a lesson as appropriate to the curriculum in accordance with performance task (TF-II.A.1., A.2.). In order to address the needs of all students I assisted teachers in the implementation and use of the school's Odyssey program (TF-II.A.3, A.4.). "Supporting teachers as they actually plan technolgy-rich learning experiences, these suggestions and examples help teachers envision how technology can enrich learning in their own classrooms (TF-II.A., C., F.)." (Williamson and Redish, 2009) I find it quite difficult to get alot of the implementation of technology integration in the classroom at the level I may want without the support of the school's administration. This program has often made me analyzing the level of technology integration I am sending out to my students. I have found that in creating a effective leaning environment surrounded by technology simple things are necessary like, headphones, a good sound, and utilization of computer labs system help support all the experiences that the technology has to offer.
Technology Facilitator Standard III-- Teaching, Learning, and the Curriculum
“In an era when the needs of students are rapidly changing, schools are not providing digital-age learners with the types of environments that parallel the connectivity and social interaction patterns that are accustomed to outside of school.” (Williamson and Redish, 2009) I learned early in my teaching career that getting one hundred percent student participation on paper homework was a losing battle, but as a math teacher I knew practice other than class time was necessary. This is where technology comes in. Chapter three talks about the digital-age learners need for the way they are taught and technology being an integral part of that. This falls in line with (TF-III.A.6) and to what I thought was pretty much necessary in order to get improved test results through extra practice using an online learning program that my students would somewhat enjoy doing. Even though states are implementing technology standards the questions still arise as to whether or not they are truly being met, however having a plan in place is a good start of a goal to meet. Technology Standard III (TF-III.B.1) also feels that need for meeting the needs of diverse learners by showing video clips of internet safety tips, researching information, using a digital cameras and video equipment to create a message.
Technology Facilitator Standard IV--Assessment and Evaluation
I’ve often wondered when we wouldn’t have to wait so long for test results and chapter four explained the possibilities of the future of assessments. “CBT technologies also provide teachers, students, and parents with frequent and immediate feedback on student performance,” which helps us move on or reteach. (Williamson and Redish, 2009) Throughout these courses I have a figured out how my constructivist vision of student learning should allow them to create and keep track of their own portfolio of learning. I have used (TF-IV.A.1 and TF-IV.A.2) in creating activities in a computer lab where students have to first use a scavenger hunt method to find internet safety tips. Once complete this type of assessment pushes the student on to the formative type of assessment where they are able to write a script or picture that relates to their learning. I have also used online learning through a program called Odyssey as homework. According to Williamson and Redish (2009), “Adaptive testing automatically adjusts questions to the individual test-taker’s level of performance---increasing rigor for students who consistently demonstrate mastery and identifying specific areas of weakness for others.” I know this is true because I have experienced it with the program I am using. I start student on a particular learning objective and the system modifies it until the student masters the objective.
Technology Facilitator Standard V—Productivity and Professional Practice
“In other words, students also benefit indirectly when educators use technology to enhance their own productivity and professional practice.” (Williamson and Redish, 2009) I found this out while trying to create an Internet safety film festival. Some students may not have access to the equipment, but want to participate. “These tools also enable new kinds of ongoing, professional learning opportunities, such as online learning, peer-to-peer collaboration, and building online repositories of information.” (Williamson and Reidsh, 2009) In alignment with (TF-V.A., B.), I modeled how using a video camera could be integrated in learning. I helped teachers use their PowerDVD player in their classroom to show movies and unitedstreaming videos to students. Chapter five explains that it is a professional obligation to stay current with technology updates in applications, laws, and professional development.
Technology Facilitation Standard VI---Social, Ethical, Legal, and Human Issues
In incorporating technology in any activities acknowledging copyright laws and parental consent of student work is something that I have learned throughout this program to pay attention to. My internship was a full collaboration of this technology standard (TF-VI.D.1.). Students and parents participated in facts and games that were geared toward education of being safe on the Internet. “Encounters with cyberbullies, cyberstalkers, inappropriate material, and vulgar language represent other reasons for caution.” (Williamson and Redish, 2009) In using standard TF-VI, I am constantly reminded of what the law and privacy issues. “Facilitators also help teachers in selecting and applying specific technologies to maximize the benefit and minimize the harm to users (TF-VI.A.1., A.2., B.1., C.2., D.1.).” (Williamson and Redish, 2009) This standard we can relate the most everyday experiences. Standard (TF-VI.C.) covers making sure we address all types of learners in facilitating technology.
Technology Facilitation Standard VII---Procedures, Planning, and Budgeting for Technology Environments
Chapter seven gave a really good explanation of strengths and weaknesses of technology arrangements in school. “This requires technologist to make effective use of instructional facilities—classrooms, laboratories, and media centers—and configure hardware and software to support a variety of proven instructional methodologies.” (Williamson and Redish, 2009) In accordance with standard (TF-VII.A.6.), I helped teachers upload software called PowerDVD to their desktop computers. The technology instructional specialist at my campus does perform the duties defined as technical support and aligned with this standard. “Under performance tasks for TF/TL-VII.A.1-8., technologists develop and configure methods to provide technology-ready facilities to support classroom instruction.” (Williamson and Redish, 2009) I have a better understanding of the role and duties of the instructional technologist and their role in helping the classroom teacher implement tools into the curriculum.
Technology Facilitation Standard VIII---Technology and Facilitation Standard Leadership and Vision
“In the absence of a strong vision for effective use of technologies will be underutilized.” (Williamson and Redish, 2009) Chapter eight leadership and vision reminds me of the importance of strong guidance and a effective modeler of technology integration. “Technology needs to be seen as a critical “have-to-do” rather than an additional “nice-to-do”.” (Williamson and Redish, 2009) Technology facilitator standard VIII encompasses the overall standards essence of a technology leader. In accordance with (TF-VIII.A., B.), the technology leaders needs to keep up with best practices and ever changing trends in educational technology. The internship is an experience in accordance (TF-VIII.E.), which gives the technology leader an opportunity to work along with other technology leaders to fulfill the needs of meeting all goals of the technology standards.
Works Cited
Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What every K-12 technologist should know and be able to do. Washington: International Socity for Technology in Education.